KENDRIYA VIDYALAYA SANGATHAN

DELHI REGION
CLASS – VIII
MULTI - DISCIPLINARY PROJECT
TITLE OF PROJECT-WATER
“रहिमन पानी राखिये, बिनु पानी सि सून।

पानी गए न ऊिरै , मोती, मानुष, चून॥ “

(Says famous poet Rahim- keep water, as without water there is nothing without water pearl,
swan, and dough cannot exist.)

OBJECTIVES ACTIVITIES LEARNING

OUTCOMES

English
● To Know about ● Students will
the importance be able to
of water. conceptualize
the role of
water in human
life.

“When the jet reached ten thousand feet,

it was clear why the country
● To enhance had cities where the rivers ran
the knowledge
of students and why the valleys were populated.
about the The logic of geography -- ● Students will be
imperative role that land and water attracted man -- able to correlate
of water in was clearly delineated the information
establishment When the jet reached ten thousand feet.” with other
of civilization. subjects.

● To enhance
the knowledge
of students

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 about the logic ● Students will be
of growth of able to locate
cities on the some main
bank of rivers cites, situated
and their on bank of
geographical rivers, in Indian
location. map.

● To enable ● Students will

them to write develop good
their idea writing skills.
coherently.

1. Name the cities in India which are located on

the banks of rivers. (TERM-I)
● To enhance 2. Cut and paste picture of five cities which are
their critical situated on the bank of rivers. (TERM -I) ● Student will be
and analytical 3. Collect and paste the pictures of famous water able to write
thinking. bodies of India.(TERM -I) grammatical
4. Write a paragraph on Importance of water in sentences
life.(TERM -II)
5. Slogan Writing- Save Water Save Life(TERM-II)

● To enhance
their ● Student will be
vocabulary. able to write
independentely.

6. Complete the word Scramble (TERM-II)

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● To enhance ● Students will be
their writing able to know the
skill using value of water in
CODER. daily life.

● अभिनय क्षमता
का विकास एिं
● जल के महत्ि के
आत्मविश्िास में
बारे में जानकारी
िद्
ृ धि I
प्राप्त कर सकेंगे I

● जल-संरक्षण की
प्रेरणा दे ना I

● विद्याधथतयों के
● जल के महत्ि लेखन कौशल में
के विषय में िद्
Hindi ृ धि होगी I
जागतृ त फैलाना I

● लेखन-कौशल को
बढािा दे ना I ● विद्याधथतयों में
रचनात्मकता और
● रचनात्मकता एिं सज
ृ नात्मक कौशल
नक्
ु कड़ नाटक (TERM-I)
सज
ृ नात्मक का विकास होगा I
१.विद्याधथतयों को समह
ू में वििाक्जत कर "जल बचाओ,
शक्तत का
जीिन बचाओ" विषय पर नत
ु कड़ नाटक/एकांकी
विकास करना I
अभिनय का आयोजन करिाया जाएगा।
नारा लेिन (TERM-I)
● िततनी शद्
ु धि पर ● विद्याधथतयों में
२. "जल है तो कल है "विषय पर नारा लेखन कीक्जए।
विशेष ध्यान पयातिरण के प्रतत

दे ना I कोलाज िनाना (TERM-I) संिेदनशीलता का

३. पानी के विभिन्न स्रोतों का सधचत्र कोलाज तैयार विकास होगा I
कीक्जए।

संवाद लेिन (TERM-II)

४.'पानी की कहानी' पाठ के आिार पर ओस की बूंद और
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● कल्पनाशीलता लेखक के बीच बातचीत को संिाद के रूप में भलखखए।
का विकास आशु भाषण (TERM -II)
करना I ५.' जल का जीिन में महत्ि' विषय पर आशु िाषण का ● िततनी शुद्धि और
आयोजन। शुद्ि उच्चारण की
क्षमता का विकास
● आत्मविश्िास में
Sanskrit होगा I
िद्
ृ धि, िाचन (1) छात्ााः जलस्य स्त्रोताः चित्ाचि चिर्ाा िं कृत्वा संस्कृते
कौशल को बढािा िार् चलखत। (TERM-I)
दे ना I (2) जलर्् शब्द रुप चलखत जलर्् यथावत् सवाा ाः अकारां त ● विद्याथी विषय
िपंसकचलङ्ग शब्द रुपस्य चलखत। (TERM-I) को दै तनक जीिन
और आसपास के
● विषय को दै तनक (3) जलम ् शब्द रुपस्यअनुसारं 5 शब्द-रुपाखण भलखत।
िातािरण से जोड़
जीिन से जोड़ना (TERM-II)
सकेंगे I
एिं िातािरण के (4) पधृ थवयां जीिनाय जलस्य आिश्यकता र्कम ्
प्रतत जागरूकता I अक्स्त।(TERM-II)
(5) ‘ जीिने जलस्य महत्िं ‘ तनबंिः भलखत।(TERM-II)
● आत्मविश्िास
एिं तार्कतकता में
िद्
ृ धि I

● Know the
amount of water
utilized in daily
● Collection of life.
data. Maths
Visit at least five families in your neighborhood and
collect the following data : ● Able to know
family number of members living in the about the
● Representation family amount of water consumed daily management of
of data. /weekly (in litres) water.
FAMILY NO. of family Amount of
living in the water
family consumed
daily/Weekly
(in litres)
● Interpretation ● Understand the
A
of data. process of water
B harvesting.
C
D
E

● Students will be
sensible enough
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● Computation (i) Calculate per member daily/weekly water to realise the
and consumption for each family and complete the value of water in
calculation. following table. (TERM-I) life.

FAMILY Per person water

consumption

● Comparison,
ratio and
percentage
Skill.

(ii) Represent the above data graphically. (TERM-

I) ● Student will be
(iii) Which family’s per person water consumption able to
is maximum and which family’s per person compare water
water consumption is minimum? (TERM-I) from different
(iv) Find the ratio of water consumption per person sources based
of these families. (TERM-II) on smell,
● To sensitize (v) Convert this ratio into percentage. (TERM-II) acidity and
students about (vi) What measures can be taken to avoid misuse colour.
the value of of water? (TERM-II)
water in human
life.
Science
1. To collect samples of water from a tap,
pond, river, well, and lake. Pour each into
separate glass containers. Compare
these for smell, acidity and color. (TERM-I)
2. Prepare a model (plastic or thermocol) of
● To acquire
rain water harvesting or make a chart of ● Student will be
knowledge of
methods of rainwater able to acquire
working of
water filter. 3. Collect clippings from newspapers and the knowledge
magazines on the news items, articles and of the methods
pictures related to water shortage. Paste of rain water.
them in your copy and share it with your ● harvesting.
friends.
4. List some problems faced by the people
and discuss them in the class.
● Understand the 2.• Create and use a water filter (TERM-I)
importance of
water The children will construct the filter according to the
harvesting. instructions and will examine the water when it passes
through the filter. Take one large empty plastic bottle
and Other items needed include water (add dirt to
make in unclean), sand/gravel, small pebbles to see if

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 it has been filtered. ● Student will be
able to know
functioning of
● To develop water filter.
understanding
about
problems faced
by water
shortage.

Pour your simulated wastewater into your filter and

observe the water that comes out at the bottom of the
filter.
1. How effective was your filter at cleaning the
water?
● Developing 2. Write down what you notice. How long did it
their creative take to filter the water?
side in
students. 3. Activity (TERM-II)
Fill the glass with tap water. Add two or three drops of
food colouring. Notice how it spreads through the water. ● Students will
Pollution spreads through water just like the food able to
colouring does. Wash the piece of celery. Put the celery investigate
in the glass filled with coloured water. After few hours water movement
take the celery stalk out of the water. on plants.
Use the knife (remember to get help from your parents
or teacher) and cut a slice off the bottom of the stalk.
● To observe Do this several times.
water
movement
within celery.

● Student will be
able to describe
Questions to Answer (TERM-II) the role water
1. How long did you leave the celery stalk in the plays in
water? atmospheric
● To know about system.
the different 2. When you sliced off pieces from the celery
schemes run stalk, what did you find?
by the
government for
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 under
privileged
section of ● Students will be
society able to know
Social Science about measures
to reduce water
pollution.

● Understand the
importance of
water in daily
life. ● Students will be
able to know the
different water
conservation
schemes of the
government.
● Understand
the different
method of ● Students will be
water 1. Collect some pictures related to Ganga action plan able to know
conservation. and state the main objectives of this plan? (TERM- about the water
I) cycle that
operates in
2. Draw the well labelled diagram of water cycle. nature.
(TERM-I)
3. What steps our government has taken to save
water? (TERM-I)
4. Suggest some ways in which water can be
conserved in your home and school. (TERM-I)
5. Make a poster on water conservation. (TERM-II)
6. Find out some rain water harvesting systems
existing in and around your locality. (TERM-II)

7. Earth despite being a ‘blue planet’ face a shortage

of water. Why? (TERM-II)

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ASSESSMENT- ● CONTENT
RUBRICS ● ORGANIZATION AND PRESENTATION
● ORIGINALITY IN OBSERVATION AND REFLECTIVE
THINKING
● LANGAUAGE AND STRUCTURE
● CREATIVITY
● APPROPRIACY TO TOPIC
● SKILL

PROJECT SHOULD INTRODUCTION

COVER ● ACKNOWLEDGEME
NT
● CONTENT
● CONCLUSION
● BIBLIOGRAPHY

METHODOLOGY ● INTERVIEWS
● QUESTIONAIRE
● REPORTS
● BARGRAPH
● DRAWING
● SURVEY
● EXPLORATION
● ART& CREATIVITY
● WRITING SKILL
● FOCUS ON ENCOURAGING INDIVIDUAL
WORK
● EXPERIMENTATION/ACTIVITY

Resources which the Websites :

students may refer to www.nationalgeographic.org
e.g., Websites, books, www.sciencedirect.com
journals etc Science Magazines : National Geographic ,
Popular Science Journals : Journal of
Environmental Science and Natural Resources
AND
Class VIII NCERT Books :-
b Chapter : Pollution of Water and Air.
Social Science- Chapter : Resources, Land, Soil, Water, Natural Vegetation and
Wildlife Resources
English - Chapter : Tsunami, Poem- Geography lesson
Hindi- पाठ- िगिान के डार्कये, पानी की कहानी
Maths- Chapter : Data Handling
Sanskrit- पाठ : कः रक्षतत कः रक्षक्षतः

क्षक्षतौ राजते िारतस्िणत िभू मः

Art Education- Drawing, Painting, Sketching and Making charts
Work Education- Technical skills- Video, Audio recordings ,Photography, Using
waste materials etc.
Physical and Health Education-Suggesting/ Exhibiting for Healthy life habits/
styles etc.

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Remarks if any It is suggested that students should focus on the title and are free to explore, innovate
and use their own ideas with facts.

Patron: Sh. Nagendra Goyal, Deputy Commissioner, KVS Delhi Region

Mentor: Smt. Shilbala Singh, Assistant Commissioner, KVS Delhi Region
Convener: Mr. M. L. Nayak, Principal, KV Narela, Delhi
Compiled By : Mrs. Rakhi, Computer Instructor. KV Narela, Delhi
● Mrs. Geeta Syal (TGT S.Sc)
● Mr. Joginder (TGT Eng)
● Mrs. Urmila Pareek (TGT Hindi)
● Mr. Naveen Raghav (TGT Maths)
● Mrs. Loveleena Choudhary (TGT Science)
● Mrs. Sanju (TGT Sanskrit)